Are you a certified K-12 teacher who wants to help your students learn to read better?
Our Master of Education (M.Ed.) program in the teaching of reading is designed to prepare experienced classroom teachers like you for new roles, such as a specialized reading teacher, a reading specialist or a literacy coach.
Guided by the standards of the International Reading Association (I.R.A.), our program guides you through advanced coursework in K-12 literacy teaching, learning and assessment as well as experiences designed to develop the skills you need to be an effective school-based instructional leader. Come to Trinity to learn and practice the science and art of literacy teaching so that you can better help your students learn the skills — and the joys — of reading.
Featured CoursesEDCI 622 Emergent Literacy & Beginning ReadingTheories of reading acquisition and word recognition are introduced. A major focus is in developing a solid understanding of the developmental continuum of literacy acquisition which provides the foundation for using developmentally appropriate techniques for fostering early literacy development. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective and developmentally appropriate instruction and learning opportunities. Students will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, and fluency. Includes field component. A grade of B or higher is required to advance.
3 credits EDCI 627 Language Acquisition and DevelopmentExplores the major language theories and systems involved in language development, cognition and learning the reading process. The psycholinguistic, and sociolinguistic, views provide the framework for exploring phonology, semantic, syntactic, and pragmatic systems related to language acquisition and development and their relation to the reading and writing process. The understanding that literacy can be a means for transmitting moral and cultural values through the interaction of the readers' existing knowledge. The role of metacognition in reading and writing, and listening will be explored. Formerly EDU 556B. A grade of B or higher is required to advance.
Prerequisites: EDCC 510, EDCC 530, and EDCC 541 EDCI 632 Methods of Teaching WritingCurrent past practices in the teaching and evaluation of writing (composition), and the use of writing as a vehicle to learn content material form the core content of this class. Spelling development and its relationship to both reading and composition are addressed as well as adaptations and techniques for learners who are experiencing difficulty with written expression. Class time will be devoted to an in-class Writer's Workshop. Candidates will be expected to write and revise original compositions, giving and receiving feedback from their peers. Formerly EDU 511C Teaching Writing. A grade of B or higher is required to advance.
Prerequisites: None EDCI 633 Organization and Supervision of School Reading ProgramsCandidates study the characteristics of strong school literacy programs and how to develop and impleme nt effective programs at the school level. Major topics include setting school-wide goals, working with teachers, meeting needs of individuals, evaluation of materials, and evaluating existing programs. Candidates develop a school literacy plan. Formerly EDU 528 Organization and Supervision of School Reading. A grade of B or higher is required to advance.
Prerequisites: EDCI 622, EDCI 627, EDCI 632, EDCI 635, and EDCI 636. EDCI 634 Advanced Diagnosis in LiteracyStudents will learn to administer and interpret specialized formal assessments as well as review the administration, interpretation, and use o f assessments with which they are already familiar. Candidates will be prepared to administer, score, and analyze data collected from the testing situation in order to plan for effective instruction and to write a professional case report. Literacy leadership and advocacy skills are developed through field-based projects. Formerly EDU 529 Advanced Diagnosis. A grade of B or higher is required to advance.
Prerequisites: EDCI 622, EDCI 627, EDCI 632, EDCI 635, EDCI 636, and EDCI 637. EDCI 637 Diagnostic and Prescriptive Instruction in LiteracyIntroduces and/or extends candidates' knowledge of formal and informal literacy assessments, their interpretation, and their use in guiding instruction for individuals and groups. Candidates will learn to select, administer, score, and analyze a range of instruments, and use the results of these assessments to plan and implement effective instruction. Includes field component.
Prerequisites: EDCI 622 and EDCI 635. A grade of B or higher is required to advance.
3 credits EDCI 690 Advanced Clinical Practicum in Literacy Assessment and InstructionProvides candidates with the opportunity to put into practice all that they have learned throughout the program. Involves daily group and one-on-one instruction under the supervision of a university professor. Seminar time is used for collaborative problem solving; reviewing concepts and practices for application in a clinical setting; peer coaching and critique; and exploring new ideas in literacy assessment and instruction. Candidates are expected to plan and teach collaboratively and to write a professional quality case report. Formerly EDU 645 Practicum in Curriculum and Instruction. A grade of B or higher is required to advance.
Prerequisites: All coursework and qualifying score on comprehensive examination in Reading.
- Reading Specialist
- Reading Teacher
- Reading Interventionist
- Literacy Coach
Dr. Deborah Litt, Associate Professor of Education, Director of Curriculum and Instruction, Program Chair for Reading
Dr. Bweikia Steen, Assistant Professor of Education and Coordinator of Early Childhood Programs
Trinity’s M.Ed. in reading is the only program for reading specialists in the District of Columbia that is approved by the D.C. Office of the State Superintendent of Education (O.S.S.E.), accredited by the National Council for Accreditation of Teacher Education (N.C.A.T.E.) and nationally recognized by the International Reading Association (I.R.A.).